Description
Dividing Mixed Number Task Cards + Recording Sheets CCS: 6.NS.B.2
Included in this product:
*20 unique task cards dealing with dividing whole numbers
*4 different recording sheets
*Answer Key
These cards are great for math centers, independent practice, "SCOOT" and other cooperative learning models.
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Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Dividing Mixed Numbers Task Cards | Math Center Practice Activity
To the Square Inch- Kate Bing Coners
17.9k Followers
$3.00
Highlights
Digital downloads
Grades
5th - 7th
Subjects
Standards
CCSS5.NF.B.3
CCSS6.NS.A.1
Tags
Pages
12
Answer Key
Included
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Description
Dividing Mixed Number Task Cards + Recording Sheets CCS: 6.NS.B.2
Included in this product:
*20 unique task cards dealing with dividing whole numbers
*4 different recording sheets
*Answer Key
These cards are great for math centers, independent practice, "SCOOT" and other cooperative learning models.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
Mostly used with 6th grade
Reviews
5th
6th
7th
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Great Resource!
Loved using this in my middle school classroom. Thank you!
Great resource to help students review dividing fractions!
I love this resource! It was great for my classroom and my students!
My students loved this product! Thank you so much!
Perfect for centers or extra practice.
Thank You
I have one student in my 6th grade Special Education Math class. This was a great activity for him. It's hard to find things that can be used both with a group or 1:1. Thank you.
LOVE this resource! Thank you!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (𝘢/𝘣 = 𝘢 ÷ 𝘣). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
CCSS6.NS.A.1
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (𝘢/𝘣) ÷ (𝘤/𝘥) = 𝘢𝘥/𝘣𝘤.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
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